5 INTRODUCTION As the healthcare landscape in West Virginia evolves, West Virginia s health professions programs are working closer together than ever to improve our citizen s health and access to care. Our institutions of higher education are focusing their health sciences education and training programs on the skills and strategies needed to adapt to sweeping changes on the national scene, while maintaining high quality professional education, all in the face of constrained resources. In particular, the state s three academic health centers, the Joan C. Edwards School of Medicine at Marshall University, the West Virginia School of Osteopathic Medicine, and the West Virginia University Health Sciences Center, continue to provide direct care to West Virginians, including in clinical areas that are limited or unavailable through the private sector, all the while providing professional education and conducting research on the state s health problems. The Rural Health Initiative (RHI) program is blossoming and enables the academic health centers to provide special experiences in rural and community health to students and resident physicians and involve them in creative approaches to improving our citizens health. Additionally, the RHI program provides grants to other health professions training programs, healthcare facilities, and nonprofit organizations to further enhance the rural health landscape across West Virginia. The 203 National Residency Matching Program, which governs the allocation of the majority of residency positions in the country, was the most competitive in history. Similarly in West Virginia, residency programs filled nearly all of their slots. To ensure that all residents with an interest in practicing in a rural or underserved community have the opportunity to make meaningful connections with employers in these areas, the West Virginia Higher Education Policy Commission s Division of Health Sciences is reinvigorating partnerships among academic health centers, residency programs, and healthcare facilities to improve communication between these entities concerning the recruitment of graduates to rural areas. Finally, new sources of federal funding are encouraging joint academic health center and community-based practice research into health problems especially prevalent among West Virginians. These practice-based research networks will unite private practices and community-based healthcare facilities in identifying healthcare methods and interventions specifically tailored to be effective in our Appalachian population. Some of the issues the networks intend to tackle include diabetes, obesity, prevention and early treatment in heart disease, stroke, and cancer. Robert B. Walker, M.D. Vice Chancellor for Health Sciences WEST VIRGINIA H E A LT H S C I E N C E S Re p o r t C a r d - 203

6 2 West Virginia Higher Education Policy Commission M E D I C A L S C H O O L P R O F I L E S The Marshall University School of Medicine and the West Virginia University School of Medicine are allopathic medical schools, and the West Virginia School of Osteopathic Medicine is an osteopathic medical school. The structure and content of allopathic and osteopathic medical education and training are similar in many ways, while different in others. For this report, where similarities exist, the three schools are discussed together; and where differences occur, the information for allopathic and osteopathic programs is broken out. Both allopathic and osteopathic medical school applicants complete the Medical College Admission Test (MCAT) as part of the application process. The MCAT consists of three multiple choice sections each worth 5 points (Physical Sciences, Verbal Reasoning, and Biological Sciences) and a writing sample. For 20-2 matriculants, the national combined mean MCAT score for students entering allopathic medical schools was 3.2; for students entering osteopathic medical schools the score was The national mean grade point average (GPA) for these same allopathic students was 3.68 and for osteopathic students it was (Association of American Medical Colleges and American Association of Colleges of Osteopathic Medicine) MARSHALL UNIVERSITY SCHOOL OF MEDICINE ENTERING CLASS DATA Acceptances/Applicants (Admission Rate) In-State 59/34 70/74 78/9 94/209 94/209 (44%) (40%) (4%) (45%) (45%) Out-of-State 76/,29 52/,252 46/,57 28/,940 33/,07 (6%) (4%) (4%) (%) (3%) Total 35/,353 22/,426 24/,348 22/2,49 27/,36 (0%) (9%) (9%) (6%) (0%) Entering Class Mean GPA Entering Class Mean MCAT ACADEMIC YEAR DATA First Year New Enrollment In-State Out-of-State Total Total Graduates Total Medical Students Tuition and Fees In-State $20,080 $9,476 $8,536 $7,688 $6,588 Out-of-State $47,670 $46,266 $45,326 $44,478 $42,78

8 4 West Virginia Higher Education Policy Commission M E D I C A L L I C E N S U R E E X A M I N AT I O N S Both allopathic and osteopathic medical students must complete a series of licensing exams in ordered to become licensed physicians. The allopathic test is the United States Medical Licensing Exam (USMLE) and the osteopathic test is the Comprehensive Osteopathic Medical Licensing Examination (COMLEX)-USA. Students typically take the final USMLE or COMLEX soon after graduating from medical school. The data reported below is for first-time test takers who took their respective licensing exam within two years of graduation. In evaluating the data presented below, it is important to consider some of its limitations: The data is for first-time test takers. Graduates can elect to not report their results to their medical schools. The data does not reflect graduates who sit for the exam more than two years after graduation. Not all graduates enter residency programs and therefore do not sit for these exams. Allopathic Medical School Graduates The USMLE, Step 3 is the final of three tests completed by allopathic medical students. Graduates typically take USMLE, Step 3 at the end of their first year of residency. The data in the table is grouped by graduating class and is for first-time test takers only. The national average passage rate for first-time test takers for the graduating class of 200 is 97 percent. Number Passing/Number of Examinees, USMLE, Step 3, by Graduating Class Marshall University 57/59 45/49 34/38 45/46 38/38 (97%) (92%) (89%) (98%) (00%) West Virginia University 9/9 89/9 77/79 93/95 88/88 (00%) (98%) (97%) (98%) (00%) Osteopathic Medical School Graduates The COMLEX is the primary pathway by which osteopathic physicians apply for licensure. Osteopathic graduates take the final COMLEX examination, Level 3, as early as six months into residency training, but must complete Level 3 before starting their third year of residency training. The data in the table is grouped by graduating class and is for first-time test takers only. The national average is not available. Number Passing/Number of Examinees, COMLEX, Level 3, by Graduating Class West Virginia School of Osteopathic Medicine 34/36 9/99 85/94 83/93 70/82 (99%) (92%) (90%) (89%) (85%)

9 M E D I C A L S T U D E N T I N D E B T E D N E S S The average indebtedness of graduating medical students includes all loans, whether through the government or from private lenders, accumulated while pursuing their medical degrees. Average loan debt is calculated only from students who have loans and does not include pre-medical school debt. The difference in graduate indebtedness among the schools can be attributed in part to differences in the proportion of students paying non-resident tuition and fees. Average Medical Student Debt by Graduating Class Marshall University West Virginia School of Osteopathic Medicine West Virginia University 203 $72,324 $236,99 $64, $62,00 $240,283 $56, $66,24 $232,749 $49, $56,70 $2,370 $52, $38,355 $99,60 $54,54 2 Marshall University West Virginia School of Osteopathic Medicine West Virginia University WEST VIRGINIA H E A LT H S C I E N C E S Re p o r t C a r d

10 6 West Virginia Higher Education Policy Commission R E S I D E N C Y T R A I N I N G Upon graduation from medical school, physicians complete residency training (also referred to as graduate medical education) in a specialty before beginning practice. Residency training typically takes three to five years to complete. Federal Medicare funding is the major funding source for residency programs. In West Virginia, the state also contributes to residency programs through the Medicaid program. Key indicators related to residency choice impacting the supply of physicians across West Virginia are: Location: graduates who complete residencies in West Virginia are much more likely to remain in the state. Specialty: primary care fields are generally most needed in rural West Virginia. In West Virginia, a primary care residency includes any residency program in: family medicine internal medicine internal medicine/pediatrics obstetrics/gynecology pediatrics All three West Virginia medical schools frequently place graduates in primary care residency programs at a rate above the national average for these same programs. For the 203 residency match, the national average was 57 percent. (National Resident Matching Program) However, completing a primary care residency program does not always translate to practicing primary care. Often, individuals entering internal medicine residencies forego a general internal medicine track, and instead subspecialize in fields not traditionally viewed as primary care, such as cardiovascular disease, gastroenterology, and infectious diseases. Thus, some of the graduates counted below ultimately may not practice in a primary care setting. Number and Percentage of Graduates Choosing Primary Care Residencies, by Graduating Class Marshall University 44 (60%) 4 (64%) 37 (54%) 37 (60%) 27 (52%) West Virginia School of Osteopathic Medicine 33 (68%) 07 (68%) 23 (65%) 9 (72%) 67 (68%) West Virginia University 48 (47%) 43 (43%) 38 (4%) 5 (50%) 49 (52%)

12 8 West Virginia Higher Education Policy Commission M E D I C A L S C H O O L G R A D U AT E R E T E N T I O N Retention denotes the number or percentage of West Virginia medical school graduates who remain in the state to practice. Retention is tracked annually for a six-year cohort of medical school graduates who have completed residency training. The data in this section focuses on retention of West Virginia medical school graduates in primary care and/or rural practice. Primary Care is defined as family medicine, internal medicine, internal medicine/pediatrics, obstetrics/ gynecology, and pediatrics. Rural areas include all areas of the state except: Beckley, Charleston (including South Charleston, Dunbar, Nitro, Institute, etc.), Clarksburg, Fairmont, Huntington, Hurricane (including Barboursville), Martinsburg, Morgantown (including Star City and Westover), Parkersburg (including Vienna), Weirton, and Wheeling. Data is provided only for graduates who have completed their residency training. Between 2003 and 2008,,240 graduates of the state s three medical schools completed residency training, either in West Virginia or another state, and 38 percent of these graduates are now practicing in West Virginia. Nine percent of the graduates in this cohort are practicing in rural West Virginia and 23 percent are practicing primary care in the state (either in a rural or urban location). These percentages are very similar to numbers reported over the last 25 years for West Virginia. Although the percentages have remained rather flat, the actual number of graduates retained has increased respectably. This increase is due largely to the growth in medical school class size at all three medical schools. Medical School Graduates Retained by Institution, Graduating Classes of Total Number In Practice In Primary In Rural of Graduates in WV Care in WV Areas of WV Marshall University (39%) 58 (23%) 7 (7%) West Virginia School of Osteopathic Medicine (37%) 4 (24%) 65 (4%) West Virginia University (39%) 07 (2%) 26 (5%) TOTAL, (38%) 279 (23%) 08 (9%) Number of West Virginia Medical School Graduates Retained, Graduating Classes of

14 0 West Virginia Higher Education Policy Commission West Virginia continues to focus on recruiting more primary care physicians to the state, especially to its rural areas. The presence of physicians practicing primary care and in rural areas is critical to ensuring communities across the state can access quality care. The table below illustrates recruitment of the most recent six-year cohort of West Virginia medical school graduates to all 55 counties of West Virginia. This information must be interpreted carefully, however. It is a snapshot of the placement of the most recent West Virginia medical school graduates only and does not include graduates of out-of-state medical schools or physicians of long-standing who are practicing in these counties. Thus, a zero listed in any column does not necessarily indicate that a county is underserved. At the same time, tracking this type of information over an extended period can help inform health and primary care education and training program activities and physician recruitment priorities. West Virginia Medical School Graduates Practicing in West Virginia, by County, Graduating Classes of County Number Number Practicing Number Practicing in Practice in Rural Areas Primary Care Barbour Berkeley Boone Braxton Brooke Cabell Calhoun Clay Doddridge Fayette Gilmer Grant Greenbrier Hampshire 0 Hancock 0 0 Hardy Harrison Jackson Jefferson Kanawha Lewis Lincoln Logan 0 Marion Marshall Mason McDowell Mercer County Number Number Practicing Number Practicing in Practice in Rural Areas Primary Care Mineral Mingo Monongalia Monroe Morgan Nicholas Ohio Pendleton Pleasants Pocahontas Preston Putnam 0 Raleigh Randolph Ritchie Roane 2 2 Summers Taylor Tucker Tyler Upshur Wayne Webster Wetzel Wirt Wood 5 Wyoming TOTAL

15 Percentage of West Virginia Medical School Graduates Completing Primary Care Residencies Retained, Graduating Classes of Completing in-state primary care residencies Completing out-of-state primary care residencies The location of a medical school graduate s residency program frequently predicts whether that graduate will practice in West Virginia. For the 2008 graduating class of West Virginia medical schools, 3 graduates went on to complete primary care residency programs (44 in-state and 69 out-of-state). Upon completing residency, 86 percent of the graduates who completed in-state primary care residencies were retained in West Virginia to practice, while only 0 percent of graduates who completed out-of-state primary care residencies returned to West Virginia to practice. WEST VIRGINIA H E A LT H S C I E N C E S Re p o r t C a r d - 203

16 2 West Virginia Higher Education Policy Commission OTHER HEALTH SCIENCES PROGRAM GRADUATES Medical education is only one track of graduate-level health sciences education occurring in West Virginia. Dental, Advanced Practice Nursing, Pharmacy, and Physician Assistant programs among others are offered by various public and private institutions in the state. The data below provides an overview of some of these programs at public institutions. DENTISTRY: West Virginia University Upon completion of their education, some dental graduates enter practice immediately, while others pursue dental residencies. Due to the logistics involved in establishing a practice, it often may take a dentist several months to establish a practice. Typically, the number of dentistry graduates practicing in West Virginia increases over time as more graduates establish practices and/or complete residency. Dentistry Graduates Retained, by Graduating Class Graduates Practicing in West Virginia 25 (54%) 8 (38%) 9 (40%) 3 (62%) 25 (56%) PHARMACY: West Virginia University In recent years, a decline has occurred in the number of West Virginia pharmacy graduates remaining in state to practice. This result may be due to two convergent factors: an increasing number of graduates both nationally and in West Virginia, coinciding with a decline in the number of employment opportunities for pharmacists in West Virginia. Consequently, more graduates are leaving the state in search of employment or to secure postgraduate residencies. Pharmacy Graduates Retained, by Graduating Class Graduates Practicing in West Virginia 54 (66%) 53 (63%) 55 (64%) 47 (64%) 45 (59%) NURSE PRACTITIONER: West Virginia University Family Nurse Practitioner Graduates Retained, by Graduating Class Graduates Practicing in West Virginia 33 (79%) 33 (79%) 42 (88%) 22 (8%) 9 (6%) Marshall University Family Nurse Practitioner Graduates Retained, by Graduating Class Graduates Practicing in West Virginia* *Data on retention were not available for this report.

17 LOANS AND INCENTIVES Health Sciences Scholarship Program The Health Sciences Scholarship Program is a state-funded incentive program and is administered by the West Virginia Higher Education Policy Commission (Commission). The program provides financial awards to health professionals who agree to practice in underserved areas of the state upon completion of their education and training. Medical students receive a $20,000 award for a two-year service commitment. Doctoral clinical psychologists, licensed independent clinical social workers, nurse educators, nurse practitioners, physical therapists, and physician assistants receive a $0,000 award for a two-year service commitment. Since 995, 48 participants have completed their service obligation. In 202-3, awards totaling $30,000 were given to: Two medical students Two nurse practitioner students Five physical therapy students One doctoral psychology student One master s social work student Medical Student Loan Program The Medical Student Loan Program, which is funded from student fees, is a need-based program for students at West Virginia medical schools and administered by the Commission. Institutions award loans of up to $0,000 each year per eligible student, and a student may receive a loan in more than one year of medical school. Upon graduation and once in practice, borrowers either must repay the loan or seek loan forgiveness. Borrowers are eligible for loan forgiveness of up to $0,000 per year for each year they practice in West Virginia in an underserved area or in a medical shortage field. Borrowers are permitted to reapply for loan forgiveness in subsequent years. Medical Student Loan Program Activity, by Program Year Loans Awarded in Fiscal Year Total Amount Awarded $,589,30 $,379,420 $,350,94 $2,033,237 $,88,843 Amount of Unexpended Funds* $,78,56 $,983,043 $,944,894 $,877,002 $2,642,508 Loan Postponement** Loan Forgiveness *** Default Rate on Previous Awards.9% 2.2% 2.6% 2.7% 2.5% * Amount of unexpended funds includes loan repayments. ** Loan postponement is the number of borrowers who applied for the first time in a given year to begin practicing toward earning loan forgiveness. If these borrowers complete one year of service, they receive up to $0,000 in loan forgiveness at the end of the year, and then, are included in the subsequent year s loan forgiveness count. *** Loan forgiveness is the number of borrowers who received up to $0,000 in loan forgiveness in a given year. WEST VIRGINIA H E A LT H S C I E N C E S Re p o r t C a r d

18 4 West Virginia Higher Education Policy Commission Other Programs The West Virginia Bureau for Public Health administers several innovative loan and incentive programs directed at recruiting and retaining a variety of primary care providers in rural areas of the state. The state-funded Recruitment and Retention Community Project provides up to $0,000 to medically underserved communities to use for recruitment and retention of primary care providers. Communities must supply at least a 50 percent match. The State Loan Repayment Program is supported by state and federal funds, and offers repayment of up to $40,000 for educational loans to primary care providers in return for an obligation to practice for at least two years in an underserved area. The Bureau for Public Health also works in conjunction with the federal government to administer the federal National Health Service Corps (NHSC). The NHSC offers several programs, including a loan repayment program that in provided up to $60,000 in loan repayment for an initial two-year commitment. In return, participants must practice at least full-time for two years or half-time for four years at an NHSC-approved site in a Health Professional Shortage Area (HPSA). Eligible sites exist across West Virginia and the rest of the country.

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20 6 West Virginia Higher Education Policy Commission RURAL HEALTH INITIATIVE PROGRAM The West Virginia Rural Health Initiative is contained in West Virginia Code 8B-6- et seq. and focuses on several goals, including:. Increasing the recruitment of healthcare providers to rural areas. 2. Increasing the retention rate of healthcare providers in rural areas. 3. Developing pipeline programs to enhance student interest in rural healthcare careers. 4. Supporting the involvement of rural areas of the state in the health education process. Overall responsibility for the Rural Health Initiative rests with the Vice Chancellor for Health Sciences at the West Virginia Higher Education Policy Commission. To carry out the goals, the Commission grants funding to the Joan C. Edwards School of Medicine at Marshall University, the West Virginia School of Osteopathic Medicine, and West Virginia University Health Sciences Center ( the academic health centers ). Additionally, the Commission makes grants to other institutions, healthcare facilities, and nonprofit organizations to further advance Rural Health Initiative activities across the state. The following pages contain program overviews for each of the academic health center s Rural Health Initiative activities during state fiscal year 203. MARSHALL UNIVERSITY JOAN C. EDWARDS SCHOOL OF MEDICINE The Marshall University Joan C. Edwards School of Medicine has focused on an intensive rural educational model that identifies students with the commitment to and interest in rural health care, and provides them with a valuable, interdisciplinary, high quality experience. Increase the recruitment of healthcare providers to rural areas. One of the objectives of the initiative is to encourage medical students to select primary care residencies in West Virginia. The need for primary care physicians in the state is great, especially in rural areas, and research shows that state medical school graduates who complete in-state primary care residency training are much more likely to practice in West Virginia. Financial Forum: A financial future forum was held to inform medical students about state and federal financial incentives for practice in rural and underserved areas. Survey completion found 86 percent thought the forum was helpful, 97 percent felt more knowledgeable about financial incentives, and 90 percent would consider utilizing loan forgiveness programs. Rural research projects: Four medical students and four medical residents participated in rural research projects with faculty mentors from Cardiology, Family Medicine, Obstetrics, and Pediatrics. Rural Health Scholars Program: This program was created to support students and residents with a career goal of rural practice. In its first year, two residents and two students were involved. The program coordinates with other financial incentive programs, and the goal is to maximize support to outstanding medical students who have the greatest potential for rural practice. Increase the retention rate of healthcare providers in rural areas. The initiative is focused on two areas of retention: () retention of residents in rural practice by providing rural training and community experiences; and (2) retention of rural physicians practicing in the state by providing support, continuing medical education, access to specialty services, and opportunities for research.

21 Rural Residency Program: Rural Health Scholars have the opportunity to participate in their continuity practice clinic at Marshall University s Rural Family Practice Residency program in Lincoln County, which provides interested medical residents with special training in rural primary care. Continuity care practice allows for residents to develop their own patient base and develop relationships with the same patients over time. Over the years, the program has been very successful in retaining these residents. Mingo County Specialty Clinic: The Internal Medicine and Cardiology departments continue a monthly endocrinology and cardiology clinic in Gilbert, Mingo County, with resident participation. This clinic is a retention activity, as well as a community service. Health Policy Fellows Program: This program was created to develop leadership and interest in health policy, with an emphasis on rural health. Two second-year residents are participating in this program. There also are Health Policy Program activities for interested students and residents. Chief Resident Immersion Training (CRIT): Given the higher percentage of older West Virginians, there is a pressing need to ensure that all medical residents know how to care for older adults. The CRIT program is training residents who will care for the elderly in rural settings. This program is open to chief residents from all three medical schools in the state. Other activities: o Opportunities for rural experience activities for residents in primary care. o Mentoring rural providers new to community leadership roles. o Family Medicine faculty provided practice management workshops on coding for community health center staff in Lincoln, Logan and Mingo Counties. Develop pipeline programs to enhance student interest in rural healthcare careers. The Center for Rural Health (the Center) and the Joan C. Edwards School of Medicine have developed a very active pipeline program (a pathway) that begins in middle school and runs through high school, through college, through medical school, through residency training, and out into practice. This program includes dozens of initiatives along this pathway. The Center and the School of Medicine continue to support and expand their existing award-winning pipeline program with high schools and colleges in the region. It collaborates with programs targeting underserved students such as HSTA (Health Sciences and Technology Academy), HOSA (Health Occupations Students of America) and Upward Bound. These programs raise awareness of healthcare careers and assist in removing perceived or actual barriers for students in pursuing these careers. High school health career clubs: o Seventeen hundred students from 4 counties in Southern West Virginia participated in 52 events. o Of these 52 events, 9 events with 684 students were collaborative with HSTA, HOSA, Upward Bound and GEAR UP. o Pre and post assessment of high school students in 203 showed a 25 percent increase in knowledge about selected healthcare careers, including medicine. Promote health careers to colleges: o A summer residential academy was held at the Joan C. Edwards School of Medicine for undergraduate students who aspire to become physicians. Participants were asked to evaluate the Summer Academy anonymously. Thirteen out of 5 participants rated it as "excellent," and no one rated it less than "good." WEST VIRGINIA H E A LT H S C I E N C E S Re p o r t C a r d

22 8 West Virginia Higher Education Policy Commission (Continued) Highly-rated activities were mock interviews for admissions, contact with physicians and other faculty, tips for studying and test taking, online practice for the MCAT, and hands-on activities. A college chapter of HOSA was formed at Marshall University and has held three meetings this year. Visits were conducted to West Virginia colleges and universities to meet with students to encourage them to stay in the state for medical school. Interested students will receive a rural mentor and role model, who hopefully can increase student interest in pursuing a career in primary care in a rural community. Increase involvement of rural areas of the state in the health education process. By utilizing rural communities as a part of the health education process, the initiative provides recruitment opportunities for medical residents and students. The initiative also provides outreach and support to rural physicians in an effort to increase provider retention in rural areas. Chapmanville Hub (Logan County): The Chapmanville teaching hub enables the School of Medicine to utilize technological and human resources to work on chronic healthcare problems in the southern region, while implementing educational objectives and research activities that are anticipated to improve not only recruitment and retention of healthcare providers in the area, but also the overall well being of the communities. In addition, the health center has become a focal point for outreach to high school and college students by partnering with schools and community colleges. Underserved community clinical rotations: Seven second and third-year Family Medicine residents participated in rotations at Ebenezer (area free clinic); all eight first-year Family Medicine residents do a four week rotation there, as well as rotations in women s health. Pediatric Mobile Clinic: The West Virginia Children's Health Project (WVCHP) is a mobile unit program to expand access to quality primary and specialty health care for children in rural areas of West Virginia. Pediatric residents are assigned to this unit on an ongoing basis, allowing them to develop a continuing patient base. The WVCHP serves rural, Appalachian families, who frequently are underinsured or have no medical insurance. The WVCHP currently serves eight elementary schools, one middle school, and one high school. Rural Health Promotion and Disease Prevention activities: Activities in McDowell County are required for all second-year residents in Family Medicine.

24 20 West Virginia Higher Education Policy Commission HANCOCK Mentor Program The WVSOM RHI Mentorship Program was created in academic year with the following goals in mind: To encourage RHI students to participate in rotations that will enhance rural primary care. To provide RHI students with an identified rural primary care physician who will reinforce their interest in rural primary care practice. To demonstrate to the RHI student the quality of life in a rural community. The RHI Program selects between 2-8 students each year who are linked to WVSOM Statewide Campus sites. (See SWC Map indicating location of RHI Students.) With the assistance of the Statewide Campus Assistant Regional Deans, the RHI Coordinator assigned a mentor to each RHI student. An RHI Mentor should portray qualities such as strong interpersonal communication skills, positive patient interactions, be a professional role model, have an active involvement within his/her community, and be willing to assist the student s growth. Each RHI Mentor should benefit from the program by gaining an overall satisfaction of reinforcing rural practice to students, enhancing a network of rural mentors to share best practices, and receiving a modest financial enhancement. The RHI Mentor s role is to be a sponsor, a teacher/coach, and a role model. The first mentor orientation and faculty development session was held during the WVSOM Alumni Association 30th Annual Mid-Winter Osteopathic Seminar on February 2, 203. A lecture on mentorship for the general physician audience, as well as a face to face, evening interactive session with the RHI Program mentors was held. (Tyler Cymet, D.O., FACP, Associate Vice President for Medical Education at the American Association of Colleges of Osteopathic Medicine was this year s presenter.) Specific program guidelines included recommended contact schedules and methods to be used by the mentors. Activities Six RHI Activities during including: # Mine Academy in Beaver, WV on August 3, 202 #2 Timber in Ghent, WV on September 2, 202 #3 Search and Rescue at Pipestem State Park on November, 202 #4, 5 Chemical Industry and Threat Preparedness in Charleston, WV on January 7-8, 203 #6 Rural Health Workforce Day in Charleston, WV on April 4, 203 Residency Sign On Incentive Two of the four WVSOM RHI students from the Class of 203 received a sign-on bonus for acceptance into the AccessHealth Teaching Health Center Family Medicine Residency Program in Beckley, WV (Raleigh County). South West WAYNE South Central East/West Central CABELL MINGO MASON LINCOLN 8 PUTNAM LOGAN JACKSON BOONE 3 Northern WOOD KANAWHA WYOMING MCDOWELL PLEASANTS WIRT ROANE RALEIGH MARSHALL RITCHIE CALHOUN CLAY FAYETTE MERCER BROOKE OHIO TYLER GILMER WETZEL DODDRIDGE BRAXTON NICHOLAS 2 2 SUMMERS 3 2 LEWIS MARION HARRISON WEBSTER GREENBRIER MONROE 4 WVSOM SWC Regions RHI Students UPSHUR MONONGALIA TAYLOR BARBOUR 4 POCAHONTAS RANDOLPH PRESTON TUCKER South Eastern PENDLETON GRANT MINERAL HARDY HAMPSHIRE MORGAN Eastern BERKELEY JEFFERSON Class of 203 Class of 204 Class of 205 High School Pipeline The WVSOM RHI Coordinator has teamed up with the WVSOM admissions and recruitment offices and the SWC Assistant Deans and Directors to introduce the RHI program to students at both the high school and college levels. During 202, a total of 423 students from rural West Virginia were introduced to the RHI program. This year the total is,70 students. This is a 402 percent increase from 202. The RHI program plans to continue collaboration with these pipeline programs (Health Occupations Students of America, Health Sciences and Technology Academy, Heart of Appalachia Talent Search, etc.) throughout the grant cycle. (See table for a breakdown of number of students per program) HOSA Upward WV College Bound GEAR Under- UP graduates Students Impacted by RHI HOSA HSTA Upward GEAR HATS Mini College Bound UP Med Under- School graduates U

25 WEST VIRGINIA UNIVERSITY HEALTH SCIENCES CENTER Promoting Rural Health Careers Improved Support for Students with Rural Health Interests In fiscal year 203, West Virginia University (WVU) awarded six medical students and two dental students with substantial scholarships in exchange for their commitment to practice in an underserved area of the state after graduation. Several funded students are residents of rural counties such as Fayette, Gilmer, Preston and Upshur. State FY 203 was the second year of the Rural Track program in the Department of Family Medicine. Students spend four to five weeks at a rural site the summer before medical school and the summer between their first and second year. Additionally, they spend 2 weeks in a rural community in their third year and eight weeks in their fourth year. In FY 203, the Department of Family Medicine signed on five additional Rural Track medical students for a total of 0 students currently enrolled. Seven of these students received stipends for rural rotations in Fayette, Jefferson, Mercer, Raleigh, Randolph and Wirt counties. Six additional stipends were awarded to medical students in the Family Medicine Longitudinal Community Scholar and Extern Programs where upcoming first-and second-year medical students complete a summer rotation with a family medicine physician. In addition to spending time in the office of the rural doctor, these students complete a health needs assessment of their preceptor s rural community. Four of these rotations were completed in rural areas in Jefferson, Marshall, Pendleton and Tyler counties. Participation in Community-Based Clinical Activities WVU Student/Resident Community-based Clinical Activity between 7//2 6/30/3 School or Program Number of Number of Number of Number of Number of students/residents students/residents student/resident student/resident rural/community participating in participating in weeks at rural* weeks in a primary -based Adjunct community-based rural* rotations sites care medical or Faculty serving as rotations dental HPSA** preceptors*** Dental Family Medicine Residents Dental Hygiene Medicine Med Lab Science 4 4 Nursing Nurse Practitioner Pharmacy Physical Therapy TOTAL , * Rural = the Higher Education Policy Commision definition of rural which excludes Barboursville, Beckley, Charleston (and outlying areas), Clarksburg, Fairmont, Huntington, Hurricane, Martinsburg, Morgantown (including Star City and Westover), Parkersburg, Vienna, Weirton, and Wheeling. ** HPSA = Health Professional Shortage Area. Primary care and Dental HPSA designations by county can be found at *** Some preceptors may be counted more than once if used by more than one program. Nursing students complete ~5 hours/week. Nurse Practitioner students complete ~500 hours over two full semesters. Students other than nursing and nurse practitioner students complete ~40 hours/week. WEST VIRGINIA H E A LT H S C I E N C E S Re p o r t C a r d

26 22 West Virginia Higher Education Policy Commission Honoraria and Services for Community-Based Preceptors Efforts to keep quality rural medical preceptors involved in teaching and mentoring have been vital. West Virginia University has affiliation agreements with 8 rural medical facilities and/or individuals to train students. Those physicians who precept medical students fulfilling their rural or community-based requirement are eligible for honorarium payments, and all have online access to WVU libraries. In FY 203, nine preceptors chose to donate their honoraria to a scholarship fund for students who intend to practice in underserved areas of the state. These preceptors collectively donated $,000 to the fund. Uncompensated Care Provided by Dental and Dental Hygiene Students The rural dental sites reported providing $3,708,299 in uncompensated care from July, June 30, 203. Dental students treated 3,87 patients and provided 7,966 procedures. Dental Hygiene students treated 2,986 patients and provided 8,598 procedures. Interprofessional Student Rural Health Interest Group The new Interprofessional Rural Health Interest Group held six meetings during Students came together to discuss topics that impact rural health care and delivery in the state. In Project R.E.A.C.H (Rural Education Alliance for Community Health), a student-led service project, students provided multiple screening services to more than 300 rural West Virginians in seven counties (Calhoun, Jefferson, McDowell, Mingo, Monongalia, Preston, and Pocahontas). Facilitating Recruitment and Retention and Interprofessional Team Work in Rural Areas through Subcontracts with Five AHEC Centers West Virginia University has been the recipient of a federal Area Health Education Center (AHEC) grant since In June 202, WVU renewed and expanded its contracts with the five West Virginia AHEC Centers for the following services: a) the scheduling of rotations with preceptors; b) the management of 6 houses across the state used by students from WVU and other institutions on their rural rotations; c) K-6 pipeline programs; d) continuing education activities; and, e) interprofessional education activities. In 202-3, WVU co-sponsored the following activities with the five AHEC Centers: AHEC personnel scheduled 36 clinical rotations for the WVU School of Medicine and WVU Nurse Practitioner program and scheduled housing for 292 clinical rotations. Altogether, students from WVU and non-wvu schools utilized housing for,336 weeks. Programs for high school students that promote health careers included: high school health career clubs in Berkeley and Grant counties (20-25 hours of programming for a total of 0 students); a shadowing program for four high school students at the Minnie Hamilton Health Center in Calhoun County (20 hours of programming); a health career day (six hours of programming) for students from Randolph (three high schools), Upshur (one high school and one technical center), and Tucker (one high school) counties for a total of 225 students; student advisory clubs for two Kanawha County school-based health centers that gave 3 students the opportunity to provide the health centers with priorities from the student perspective and to learn about health careers (2-4 hours of programming); and, three six to seven hour health careers programs for high school students from southeastern and southwestern counties of West Virginia.

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